Mike Reese | Johns Hopkins University (original) (raw)

Papers by Mike Reese

2013 ASEE Annual Conference & Exposition Proceedings

Lafayette. Magana's research interests are centered on the integration of cyberinfrastructure, co... more Lafayette. Magana's research interests are centered on the integration of cyberinfrastructure, computation, and computational tools and methods to: (a) leverage the understanding of complex phenomena in science and engineering and (b) support scientific inquiry learning and innovation. Specific efforts focus on studying cyberinfrastructure affordances and identifying how to incorporate advances from the learning sciences into authoring curriculum, assessment, and learning materials to appropriately support learning processes.

Computer Applications in Engineering Education, 2017

ABSTRACTThis mixed‐methods sequential explanatory design investigates disciplinary learning gains... more ABSTRACTThis mixed‐methods sequential explanatory design investigates disciplinary learning gains when engaging in modeling and simulation processes following a programming or a configuring approach. It also investigates the affordances and challenges that students encountered when engaged in these two approaches to modeling and simulation. © 2017 Wiley Periodicals, Inc. Comput Appl Eng Educ 25:352–375, 2017; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.21804

2013 ASEE Annual Conference & Exposition Proceedings

Determine the sizes of interstitial sites in various structures, and use this to predict the crys... more Determine the sizes of interstitial sites in various structures, and use this to predict the crystal structure of metallic and ionic compounds.

2015 ASEE Annual Conference and Exposition Proceedings

This paper evaluates undergraduate students' performance during a problem-based computational sci... more This paper evaluates undergraduate students' performance during a problem-based computational science course in a materials science and engineering program. The course guides students to apply computational tools and methods to solve problems in materials science and engineering. The study assesses the relationship between phases of the problemsolving process and computational literacy skills in the context of MATLAB® computational challenges. Students complete five projects that require combined problem-solving skills and computational skills. Results suggest that aligning computational challenges with problem solving phases can support student learning and computational literacy skills development. The findings also suggest that different computational challenges require different forms of support for the learners to successfully complete the problem solving process.

2012 ASEE Annual Conference & Exposition Proceedings

2016 ASEE Annual Conference & Exposition Proceedings

Computational science and engineering is an important field that integrates computational tools a... more Computational science and engineering is an important field that integrates computational tools and methods along with and disciplinary sciences and engineering to solve complex problems. However, several research studies and national agencies report that engineering students are not well prepared to use or create these computational tools and methods in the context of their discipline. Furthermore, some of the skills within computational science and engineering (e.g., programming) can be difficult to learn. This study explores potential pedagogical strategies for the implementation of worked-examples in the context of computational science and engineering education. Students' self-explanations of a worked-example are collected as in-code comments, and analyzed to identify effective self-explanation strategies. The results from this study suggest that students' in-code comments: (1) can be used to elicit self-explanations and engage students in exploring the worked-example; and (2) show differences that can be used to identify the selfexplanation effect.

Research Bulletin, 2009

Shenan, a Johns Hopkins double degree candidate, markets herself with four distinct résumés. In l... more Shenan, a Johns Hopkins double degree candidate, markets herself with four distinct résumés. In less than one hour on an early December evening, she creates four customized web presentations with the Johns Hopkins imprimatur. She alternately showcases her ...

2018 ASEE Annual Conference & Exposition Proceedings

Dr. Reese previously worked as an Educational Technologist at Caliber Learning and Booz-Allen and... more Dr. Reese previously worked as an Educational Technologist at Caliber Learning and Booz-Allen and Hamilton. He also consulted with the University of Maryland School of Nursing on the launch of their distance education program. He earned an Ph.D. in sociology at Johns Hopkins. His dissertation modeled how educational innovations diffused in higher education. He also earned an M.

The Eportfolio Task Force was charged by the Committee of Homewood Advisors to conduct a focused ... more The Eportfolio Task Force was charged by the Committee of Homewood Advisors to conduct a focused inquiry into the current and potential uses of electronic portfolios at johns Hopkins to assess their potential impact and facilitate their development on campus. The Task Force managed and evaluated six pilot eportfolio pilot projects and researched eportfolio implementations at other universities. The enclosed report summarizes these activities and describes the potential uses of eportfolios at johns Hopkins.

2019 ASEE Annual Conference & Exposition Proceedings

Dr. Reese previously worked as an Educational Technologist at Caliber Learning and Booz-Allen and... more Dr. Reese previously worked as an Educational Technologist at Caliber Learning and Booz-Allen and Hamilton. He also consulted with the University of Maryland School of Nursing on the launch of their first online degree program. He earned a Ph.D. in sociology at Johns Hopkins. His dissertation modeled how educational innovations diffused in higher education. He also earned an M.

ACM Transactions on Computing Education, 2013

ABSTRACT This article investigates the effectiveness of a course employing a discipline-based com... more ABSTRACT This article investigates the effectiveness of a course employing a discipline-based computing approach. The research questions driving this study were: (1) Can experiences with discipline-based computing promote students’ acquisition and application of foundational computing concepts and procedures? (2) How do students perceive and experience the integration of discipline-based computing as relevant to their future career goals? (3) How do students perceive the structure of the class as useful and engaging for their learning? We used qualitative and quantitative research methods to approach the research questions. The population studied was 20 engineering undergraduates from Johns Hopkins University. Results of this study suggest that students performed proficiently in applying computing methods, procedures, and concepts to the solution of well-structured engineering problems. Results also suggest that student self-perceptions of their overall computing abilities and their abilities to specifically solve engineering problems shifted from low to high confidence. Students consistently found the course to be important and useful for their studies and their future careers. They also found the course to be of very high quality and identified the instructors and the teaching and feedback methods employed as very useful for their learning. Finally, students also described the course as very challenging compared with other courses in their own department and at the university in general.

2013 ASEE Annual Conference & Exposition Proceedings

Lafayette. Magana's research interests are centered on the integration of cyberinfrastructure, co... more Lafayette. Magana's research interests are centered on the integration of cyberinfrastructure, computation, and computational tools and methods to: (a) leverage the understanding of complex phenomena in science and engineering and (b) support scientific inquiry learning and innovation. Specific efforts focus on studying cyberinfrastructure affordances and identifying how to incorporate advances from the learning sciences into authoring curriculum, assessment, and learning materials to appropriately support learning processes.

Computer Applications in Engineering Education, 2017

ABSTRACTThis mixed‐methods sequential explanatory design investigates disciplinary learning gains... more ABSTRACTThis mixed‐methods sequential explanatory design investigates disciplinary learning gains when engaging in modeling and simulation processes following a programming or a configuring approach. It also investigates the affordances and challenges that students encountered when engaged in these two approaches to modeling and simulation. © 2017 Wiley Periodicals, Inc. Comput Appl Eng Educ 25:352–375, 2017; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.21804

2013 ASEE Annual Conference & Exposition Proceedings

Determine the sizes of interstitial sites in various structures, and use this to predict the crys... more Determine the sizes of interstitial sites in various structures, and use this to predict the crystal structure of metallic and ionic compounds.

2015 ASEE Annual Conference and Exposition Proceedings

This paper evaluates undergraduate students' performance during a problem-based computational sci... more This paper evaluates undergraduate students' performance during a problem-based computational science course in a materials science and engineering program. The course guides students to apply computational tools and methods to solve problems in materials science and engineering. The study assesses the relationship between phases of the problemsolving process and computational literacy skills in the context of MATLAB® computational challenges. Students complete five projects that require combined problem-solving skills and computational skills. Results suggest that aligning computational challenges with problem solving phases can support student learning and computational literacy skills development. The findings also suggest that different computational challenges require different forms of support for the learners to successfully complete the problem solving process.

2012 ASEE Annual Conference & Exposition Proceedings

2016 ASEE Annual Conference & Exposition Proceedings

Computational science and engineering is an important field that integrates computational tools a... more Computational science and engineering is an important field that integrates computational tools and methods along with and disciplinary sciences and engineering to solve complex problems. However, several research studies and national agencies report that engineering students are not well prepared to use or create these computational tools and methods in the context of their discipline. Furthermore, some of the skills within computational science and engineering (e.g., programming) can be difficult to learn. This study explores potential pedagogical strategies for the implementation of worked-examples in the context of computational science and engineering education. Students' self-explanations of a worked-example are collected as in-code comments, and analyzed to identify effective self-explanation strategies. The results from this study suggest that students' in-code comments: (1) can be used to elicit self-explanations and engage students in exploring the worked-example; and (2) show differences that can be used to identify the selfexplanation effect.

Research Bulletin, 2009

Shenan, a Johns Hopkins double degree candidate, markets herself with four distinct résumés. In l... more Shenan, a Johns Hopkins double degree candidate, markets herself with four distinct résumés. In less than one hour on an early December evening, she creates four customized web presentations with the Johns Hopkins imprimatur. She alternately showcases her ...

2018 ASEE Annual Conference & Exposition Proceedings

Dr. Reese previously worked as an Educational Technologist at Caliber Learning and Booz-Allen and... more Dr. Reese previously worked as an Educational Technologist at Caliber Learning and Booz-Allen and Hamilton. He also consulted with the University of Maryland School of Nursing on the launch of their distance education program. He earned an Ph.D. in sociology at Johns Hopkins. His dissertation modeled how educational innovations diffused in higher education. He also earned an M.

The Eportfolio Task Force was charged by the Committee of Homewood Advisors to conduct a focused ... more The Eportfolio Task Force was charged by the Committee of Homewood Advisors to conduct a focused inquiry into the current and potential uses of electronic portfolios at johns Hopkins to assess their potential impact and facilitate their development on campus. The Task Force managed and evaluated six pilot eportfolio pilot projects and researched eportfolio implementations at other universities. The enclosed report summarizes these activities and describes the potential uses of eportfolios at johns Hopkins.

2019 ASEE Annual Conference & Exposition Proceedings

Dr. Reese previously worked as an Educational Technologist at Caliber Learning and Booz-Allen and... more Dr. Reese previously worked as an Educational Technologist at Caliber Learning and Booz-Allen and Hamilton. He also consulted with the University of Maryland School of Nursing on the launch of their first online degree program. He earned a Ph.D. in sociology at Johns Hopkins. His dissertation modeled how educational innovations diffused in higher education. He also earned an M.

ACM Transactions on Computing Education, 2013

ABSTRACT This article investigates the effectiveness of a course employing a discipline-based com... more ABSTRACT This article investigates the effectiveness of a course employing a discipline-based computing approach. The research questions driving this study were: (1) Can experiences with discipline-based computing promote students’ acquisition and application of foundational computing concepts and procedures? (2) How do students perceive and experience the integration of discipline-based computing as relevant to their future career goals? (3) How do students perceive the structure of the class as useful and engaging for their learning? We used qualitative and quantitative research methods to approach the research questions. The population studied was 20 engineering undergraduates from Johns Hopkins University. Results of this study suggest that students performed proficiently in applying computing methods, procedures, and concepts to the solution of well-structured engineering problems. Results also suggest that student self-perceptions of their overall computing abilities and their abilities to specifically solve engineering problems shifted from low to high confidence. Students consistently found the course to be important and useful for their studies and their future careers. They also found the course to be of very high quality and identified the instructors and the teaching and feedback methods employed as very useful for their learning. Finally, students also described the course as very challenging compared with other courses in their own department and at the university in general.